Faculty Profiles

Acee, T. W., Hodges, R. B., Paulson, E. J., Vontsteen, J. E., Lorenzi Pinto, G., Wischnewsky, L. A., … Fathi, Z. (n.d.). Fostering strategic learning in community college: A multi-institution study of learning-to-learn syllabi.

Acee, T. W., Hodges, R. B., Vontsteen, J. E., Taylor, M. Z., Segovia, J. W., Wischnewsky, L. A., … Fathi, Z. (n.d.). Characteristics of learning-to-learn courses: Considerations for first-year experience programs. Journal of the First-Year Experience & Students in Transition.

Flaggs, D. A., & Acee, T. W. (n.d.). Academic Delay of Gratification: Implications for Preparing and Supporting Secondary Mathematics Teachers. New Directions for Teaching and Learning.

Acee, T. W., Hodges, R. B., Paulson, E. J., & Van Overschelde, J. P. (n.d.). Final report: Investigating the effectiveness of learning frameworks courses at supporting student success in Texas public community colleges (GTF ID No. 7602). Greater Texas Foundation.

Acee, T. W., Hodges, R. B., Paulson, E. J., & Van Overschelde, J. P. (2024). Research final report: Investigating the effectiveness of learning frameworks courses at supporting student success in Texas public community colleges (GTF ID No. 7602). Greater Texas Foundation.

Taylor W, Hodges, R. B., Lollar, J. E., Taylor, M. Z., Segovia, J. W., Wischnewsky, L. A., … Fathi, Z. (n.d.). Characteristics of learning-to-learn courses: Considerations for first-year experience programs. Journal of the of the First-Year Experience & Students in Transition.

Acee, T. W., Hoff, M. A., Flaggs, D. A., & Sylvester, B. (2023). Time perspective and grade expectations as predictors of student achievement and retention in the first year of community college. Journal of College Student Retention: Research, Theory & Practice, 24(4), 924–946. https://doi.org/https://doi.org/10.1177/1521025120960676

Acee, T. W. (2023). Value-reappraisal and goal-setting intervention effects on attitudes and performance in college statistics. Journal of Experimental Education, 91(2), 298–316. https://doi.org/https://doi.org/10.1080/00220973.2021.1993773

Acee, T. W., Hodges, R. B., Paulson, E. J., & Van Overschelde, J. P. (2023). Research interim report for August 2023: Investigating the effectiveness of learning frameworks courses at supporting student success in Texas public community colleges (GTF ID No. 7602). Greater Texas Foundation.

Acee, T. W., Hodges, R. B., Paulson, E. J., & Van Overschelde, J. P. (2023). Research interim report for January 2023: Investigating the effectiveness of learning frameworks courses at supporting student success in Texas public community colleges (GTF ID No. 7602). Greater Texas Foundation.

Hodges, R. B., Vontsteen, J. E., & Acee, T. W. (2022). Historical Review of How-to-Study Courses and the Emergence of First-Year Seminars and Learning Frameworks Courses. The Learning Assistance Review, 27(2), 227–263.

Arcoverde, A. R. R., Boruchovitch, E., Góes, N. M., & Acee, T. W. (2022). Self-regulated learning of Natural Sciences and Mathematics future teachers: The role of learning strategies, self-efficacy, and socio-demographic factors. Psychology: Research and Review [Psicologia: Reflexão e Crítica], 35(1), 1–14. https://doi.org/https://doi.org/10.1186/s41155-021-00203-x

Boruchovitch, E., Bzuneck, J. A., Góes, N. M., Acee, T. W., & Pellisson, S. (2022). Academic anxiety: Relationships with motivation and attitudes to learning among Brazilian university students [Ansiedade acadêmica: Relações com a motivação e atitudes relativas à aprendizagem entre estudantes universitários Brasileiros]. In In Handbook of stress and academic anxiety: Psychological processes and interventions with students and teachers (pp. 67-80). Springer.

Acee, T. W., Hodges, R. B., Paulson, E. J., & Van Overschelde, J. P. (2022). Research interim report: Investigating the effectiveness of learning frameworks courses at supporting student success in Texas public community colleges (GTF ID No. 7602). Greater Texas Foundation.

Acee, T. W., Hodges, R. B., Paulson, E. J., & Van Overschelde, J. P. (2022). Research annual report: Investigating the effectiveness of learning frameworks courses at supporting student success in Texas public community colleges (GTF ID No. 7602). Greater Texas Foundation.

Flaggs, D. A., & Acee, T. W. (2021). Developing self-regulated teachers: Letters to TIME 2000’s Mathematics Teachers. AERA SSRL SIG Times Magazine, 4(1), 17–18.

Claire Ellen, W., & Acee, T. W. (2020). Becoming a strategic learner, LASSI instructional modules (2nd ed.). Clearwater, FL: H&H Publishing. Retrieved from https://www.hhpublishing.com/ap/_onlinecourses/LASSI-Instructional-Modules.html

Boruchovitch, E., Góes, N. M., Acee, T. W., & Felicori, C. M. (2020). Brazilian students’ learning and study strategies in teacher education programs [Estrategias de estudios y aprendizaje de estudiantes Brasileños en cursos de formación de profesores]. Revista Edução: Teoria e Prática, 30(3), 1–18. https://doi.org/http://dx.doi.org/10.18675/1981-8106.v30.n.63.s14683

Arcoverde, A. R., Boruchovitch, E., Acee, T. W., & Góes, N. M. (2020). Self-regulated learning of Brazilian students in a teacher education program in Piaui: The impact of a self-regulation intervention. Frontiers in Education, 5, 1–15. https://doi.org/https://doi.org/10.3389/feduc.2020.571150

Acee, T. W. (2020). Reflections on an outstanding scholar and mentor. AERA SSRL SIG Times Magazine, 3(9), 11. Retrieved from https://ssrlsite.files.wordpress.com/2020/09/aera-ssrl-sig-times-magazine-september-2020-issue-honoring-dr.-stuart-a.-karabenick.pdf

Acee, T. W. (2020). Commentary on Umemoto’s review of chapter 7, helping college students become more strategic and self-regulated learners. AERA SSRL SIG Times Magazine, 3(8), 11. Retrieved from https://ssrlsite.files.wordpress.com/2020/08/aera.ssrl_.sig-times.magazine.august.2020.pdf

Acee, T. W. (2020). Outgoing message from the SIG Chair: Solidarity with SIG members during the pandemic. AERA SSRL SIG Times Magazine, 3(4), 1. Retrieved from https://ssrlsite.files.wordpress.com/2020/05/aera-ssrl-sig-times-magazine.-april-2020.pdf

Murphy, P. F., & Acee, T. W. (2020). Letter from the Chairs. Studying and Self-Regulated Learning Special Interest Group Newsletter. Studying and Self-Regulated Learning Special Interest Group of the American Educational Research Association.

Hodges, R. B., Acee, T. W., Jarrett, S., Leblanc, R., Lin, Y., Castillo, A., … Flaggs, D. (2019). Charcteristics of learning frameworks courses in Texas public community colleges. Journal of College Academic Support Porgams, 2(1), 7–18.

Boruchovitch, E., Góes, N. M., Felicori, C. M., & Acee, T. W. (2019). Translation and adaptation of the Learning and Study Strategies Inventory – LASSI 3rd Edition for use in Brazil: Methodological considerations [Tradução e adaptação do learning and study strategies inventory - lassi 3^a edição para uso no brasil: considerações metodológicas]. Educação Em Análise, 4(1), 7–21. https://doi.org/https://doi.org/10.5433/1984-7939.2019v4n1p06

Acee, T. W. (2019, December). Reflections on the remarkable life of Claire Ellen Weinstein. AERA SSRL SIG Times Magazine, 2(10), 8.

Acee, T. W., & Murphy, P. F. (2019, October). Letter from the chairs. Studying and Self-Regulated Learning Special Interest Group Newsletter. Studying and Self-Regulated Learning Special Interest Group of the American Educational Research Association.

Acee, T. W., & Murphy, P. F. (2019, July). Letter from the chairs. Studying and Self-Regulated Learning Special Interest Group Newsletter. Studying and Self-Regulated Learning Special Interest Group of the American Educational Research Association.

Acee, T. W. (2019, January). Dr. Taylor W. Acee & the Learning and Motivation in Postsecondary Settings (LAMPS) Research Group at Texas State University. AERA SSRL SIG Times Magazine, 2(1), 7–10.

Acee, T. W., Weinstein, C. E., Hoang, T. V., & Flaggs, D. A. (2018). Value reappraisal as a conceptual model for task-value interventions. Journal of Experimental Education, 86(1), 69–85.

Weinstein, C. E., & Acee, T. W. (2018). Study and Learning Strategies. In Handbook of College Reading and Study Strategy Research (pp. 227–240). New York, NY: Routledge.

Fong, C. J., Acee, T. W., & Weinstein, C. E. (2018). A person-centered investigation of achievement motivation goals and correlates of community college success. Journal of College Student Retention, 20, 369–387. https://doi.org/https://doi.org/10.1177/1521025116673374

Claire Ellen, W., & Acee, T. W. (2018). LASSI Prescriptions. Clearwater, FL: H&H Publishing. Retrieved from https://www.hhpublishing.com/ap/_onlinecourses/LASSI-Plus.html

Fong, C. J., Acee, T. W., & Weinstein, C. E. (2018). A Person-Centered Investigation of Achievement Motivation Goals and Correlates of Community College Student Achievement and Persistence. Journal of College Student Retention: Research, Theory & Practice, 20(3), 369–387. https://doi.org/10.1177/1521025116673374

Acee, T. W. (2018, October). Metacognition and self-regulation in the “Post-Truth” Era: Message from the Junior SIG Chair. Studying and Self-Regulated Learning Special Interest Group Newsletter. Studying and Self-Regulated Learning Special Interest Group of the American Educational Research Association.

Hodges, R. B., & Acee, T. W. (2017). The many legacies of Dr. Claire Ellen Weinstein, Part 1 tribute: Learning frameworks courses. In M. C. McConnell (Ed.), Promising practices in developmental education (pp. 43–48). San Marcos, TX: The Education Institute.

Acee, T. W., & Hodges, R. B. (2017). The many legacies of Dr. Claire Ellen Weinstein, Part 2 tribute: Strategic learning assessments. In M. C. McConnell (Ed.), Promising practices in developmental education (pp. 49–57). San Marcos, TX: The Education Institute.

Acee, T. W., Barry, W. J., Flaggs, D. A., Holschuh, J. P., Daniels, S., & Schrauth, M. (2017). Student-perceived interferences to college and mathematics success. Journal of Developmental Education, 40(2), 2–9.

Weinstein, C. R., Palmer, D. R., & Acee, T. W. (2016). LASSI Users Manual: Learning and Study Strategies Third Edition. Clearwater, FL: H&H Publishing. Retrieved from https://www.hhpublishing.com/LASSImanual.pdf

Weinstein, C. E., Palmer, D. R., & Acee, T. W. (2016). Learning and Study Strategies Inventory. Clearwater, FL: H&H Publishing.

Fong, C. J., Krause, J. M., Acee, T. W., & Weinstein, C. E. (2016). Motivation for Staying in College: Differences Between LEP (Limited English Proficiency) and Non-LEP Hispanic Community College Students. Journal of Hispanic Higher Education, 15(4), 340–357. https://doi.org/https://doi.org/10.1177/1538192715607332

Summers, E. J., Acee, T. W., & Ryser, G. (2015). Differential benefits of attending supplemental instruction for introductory large section university US history courses. Journal of College Reading and Learning, 45(2), 147–163. https://doi.org/10.1080/10790195.2015.1030516

Weinstein, C. E., Acee, T. W., Krause, J., & Stano, N. (2015). Learning to learn. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of social and behavioral sciences (pp. 712–719). New York, NY: Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.92037-3.

Fong, C. J., Krause, J. M., Acee, T. W., & Weinstein, C. E. (2015). Motivation for staying in college: Differences between LEP (Limited English Proficiency) and non-LEP Hispanic community college students. Journal of Hispanic Higher Education, 15(4), 340–357. https://doi.org/10.1177/1538192715607332

Acee, T. W., & Mandell, B. M. (Eds.). (2015, April). Studying and Self-Regulated Learning Special Interest Group Newsletter. Retrieved from http://www.aera.net/SIG121/NewsAnnouncements/tabid/12833/Default.aspx

Mireles, S. V., Acee, T. W., & Gerber, L. N. (2014). FOCUS: Sustainable mathematics successes. Journal of Developmental Education, 38(1), 26–30.

Mireles, S. V., Acee, T. W., Paulson, E. J., Jung, J. H., & Westbrook, T. W. (2014). CSSP second annual evaluation report: Findings from the spring 2012 and fall 2012 semesters of program implementation. Austin, TX: Texas Higher Education Coordinating Board.

Weinstein, C. E., Acee, T. W., Stano, N., Meyer, D. K., Husman, J., McKeachie, W. J., & King, C. A. (2014). Teaching students how to become more strategic and self-regulated learners. In M. Svinicki & W. J. McKeachie (Eds.), McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (pp. 291–304). Belmont, CA: Wadsworth, Cengage Learning.

Patall, E. A., & Acee, T. W. (Eds.). (2014, October). Studying and Self-Regulated Learning Special Interest Group Newsletter. Retrieved from http://www.aera.net/SIG121/NewsAnnouncements/tabid/12833/Default.aspx

Patall, E. A., & Acee, T. W. (Eds.). (2014, July). Studying and Self-Regulated Learning Special Interest Group Newsletter. Retrieved from http://www.aera.net/SIG121/NewsAnnouncements/tabid/12833/Default.aspx

Patall, E. A., & Acee, T. W. (Eds.). (2014, April). Studying and Self-Regulated Learning Special Interest Group Newsletter. Retrieved from http://www.aera.net/SIG121/NewsAnnouncements/tabid/12833/Default.aspx

Paulson, E. J., Acee, T. W., Mireles, S. V., Jung, J. H., & Westbrook, T. R. (2013). Accelerate Texas Program Evaluation: Year 1 Report. Austin, TX: Texas Higher Education Coordinating Board.

Paulson, E. J., Acee, T. W., Mireles, S. V., Jung, J. H., Summers, E. J., & Westbrook, T. R. (2013). Accelerate Texas Program Evaluation: Year 2 Report. Austin, TX: Texas Higher Education Coordinating Board.

Mireles, S. V., Acee, T. W., Paulson, E. J., Westbrook, T. W., & Jung, J. H. (2013). CSSP annual evaluation report: Findings from the fall 2011 semester of program implementation. Austin, TX: Texas Higher Education Coordinating Board.

Weinstein, C. E., Way, P. J., & Acee, T. W. (2013). Educational psychology. In I. Irving & D. Freedheim (Eds.), Handbook of Psychology: Vol. 1. History of psychology (pp. 302–313). Hoboken, NJ: John Wiley & Sons.

Weinstein, C. E., & Acee, T. W. (2013). Helping college students become more strategic and self-regulated learners. In H. Bembenutty, T. J. Cleary, & A. Kitsantas (Eds.), Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman (pp. 197–236). Charlotte, NC: Information Age Publishing.

Payne, E. M., Ramirez, Y., Paulson, E. J., Mireles, S. V., Acee, T. W., & Weinstein, C. E. (2013). Curriculum frameworks for ABE to postsecondary transition. Austin, TX: Texas Higher Education Coordinating Board.

Weinstein, C. E., & Acee, T. W. (2013). Designing, implementing, and/or refining a learning frameworks course or intervention in adult and postsecondary education. In Curriculum frameworks for ABE to postsecondary transition (pp. 62–101). Austin, TX: Texas Higher Education Coordinating Board.

Acee, T. W. (2013, October). Harris Cooper on homework. Studying and Self-Regulated Learning Special Interest Group Newsletter.

Patall, E. A., & Acee, T. W. (Eds.). (2013, October). Studying and Self-Regulated Learning Special Interest Group Newsletter. Retrieved from http://www.aera.net/SIG121/NewsAnnouncements/tabid/12833/Default.aspx

Patall, E. A., & Acee, T. W. (Eds.). (2013, July). Studying and Self-Regulated Learning Special Interest Group Newsletter. Retrieved from http://www.aera.net/SIG121/NewsAnnouncements/tabid/12833/Default.aspx

Acee, T. W., Cho, Y. J., Kim, J. I., & Weinstein, C. E. (2012). Relationships among properties of college students’ self-set academic goals and academic achievement. Educational Psychology: An International Journal of Experimental Educational Psychology, 32(6), 681–698. https://doi.org/10.1080/01443410.2012.712795

Mireles, S. M., & Acee, T. W. (2012). Developmental Education Demonstration Projects (DEDP) final program report: Fundamentals of Conceptual Learning and Success (FOCUS). Austin, TX: Texas Higher Education Coordinating Board.

Acee, T. W., Weinstein, C. E., Dacy, B., Han, C., & Clark, D. A. (2012). Motivational perspectives on student learning. In K. Agee & R. Hodges (Eds.), Handbook for training peer tutors and mentors (pp. 39–42). Mason, OH: Cengage Learning.

Acee, T. W., Weinstein, C. E., Jordan, M. E., Dearman, J. K., & Fong, C. J. (2012). Self-regulated learning: Helping students manage their own learning. In K. Agee & R. Hodges (Eds.), Handbook for training peer tutors and mentors (pp. 39–42). Mason, OH: Cengage Learning.

Weinstein, C. E., Acee, T. W., Jung, J. H., Krause, J. M., Dacy, B. S., & Leach, J. K. (2012). Strategic learning: Helping students become more active participants in their learning. In K. Agee & R. Hodges (Eds.), Handbook for training peer tutors and mentors (pp. 30–34). Mason, OH: Cengage Learning.

Paulson, E. J., Payne, E. M., Acee, T. W., Caverly, D. C., Holschuh, J. P., Mireles, S. V., … Lampi, J. L. (2012). Principles of a professional development approach to credentialing in developmental education (pp. 1–34). Austin, TX: Texas Higher Education Coordinating Board.

Acee, T. W., Weinstein, C. E., Jordan, M., Dearman, J. K., & Fong, C. J. (2012). Self-regulated learning: Helping students manage their own learning. In CRLA Handbook for Training Peer Tutors and Mentors (pp. 39–42).

McDougall, G. J., Becker, H., Acee, T. W., Vaughan, P. W., & Delville, C. (2011). Symptom management of affective and cognitive disturbance with a group of cancer survivors. Archives of Psychiatric Nursing, 25, 24–35. https://doi.org/10.1016/j.apnu.2010.05.004

Weinstein, C. E., Acee, T. W., Jung, J., & Dearman, J. K. (2011). Strategic and self-regulated learning for the 21st century: The merging of skill, will and self-regulation. In B. Morrison (Ed.), Independent Learning: Building on experience, seeking new perspectives (pp. 41–54). Hong Kong, China: Hong Kong University Press.

McDougall, G. J., Becker, H., Vaughan, P. W., Acee, T. W., & Delville, C. (2011). Symptom management of affective and cognitive disturbance with a group of cancer survivors.

McDougall, G. J., Becker, H., Vaughan, P. W., Acee, T. W., & Delville, C. (2011). Symptom management of affective and cognitive disturbance with a group of cancer survivors.

Weinstein, C. E., Acee, T. W., & Jung, J. (2011). Self‐regulation and learning strategies. New Directions for Teaching and Learning, 2011(126), 45–53. https://doi.org/10.1002/tl.443

McDougall, G. J., Becker, H., Pituch, K., Acee, T. W., Vaughan, P., & Delville, C. (2010). Differential benefits of memory training for minority older adults in the SeniorWISE study. The Gerontologist, 50, 632–645. https://doi.org/10.1093/geront/gnq017

McDougall, G. J., Becker, H., Acee, T. W., Vaughan, P. W., Pituch, K., & Delville, C. (2010). Health-training intervention for community-dwelling elderly in the SeniorWISE study. Archives of Psychiatric Nursing, 24, 125–136. https://doi.org/10.1016/j.apnu.2009.06.003

Walls, S. M., Kucsera, J. V., Walker, J. D., Acee, T. W., McVaugh, N. K., & Robinson, D. H. (2010). Podcasting in education: Are students as ready and eager as we think they are? Computers & Education, 54, 371–378. https://doi.org/10.1016/j.compedu.2009.08.018

McDougall, G. J., Becker, H., Vaughan, P. W., Acee, T. W., & Delville, C. L. (2010). The Revised Direct Assessment of Functional Status for Independent Older Adults. The Gerontologist, 50, 363–370. https://doi.org/10.1093/geront/gnp139

McDougall, G. J., Becker, H., Pituch, K., Acee, Vaughan, P., & Delville, C. (2010). The SeniorWISE study: Improving everyday memory in older adults. Archives of Psychiatric Nursing, 24, 291–306. https://doi.org/10.1016/j.apnu.2009.11.001

Weinstein, C. E., Acee, T. W., & Jung, J. (2010). Learning strategies. In B. McGaw, P. L. Peterson, & E. Baker (Eds.), International encyclopedia of education (pp. 323–329). New York, NY: Elsevier.

McDougall, G. J., Becker, H., Acee, T. W., Vaughan, P. W., Pituch, K., & Delville, C. (2010). Health-training intervention for community-dwelling elderly in the SeniorWISE study.

McDougall, G. J., Becker, H., Pituch, K., Acee, T. W., Vaughan, P. W., & Delville, C. (2010). The SeniorWISE study: Improving everyday memory in older adults.

McDougall, G. J., Becker, H., Vaughan, P. W., Acee, T. W., & Delville, C. (2010). Differential benefits of memory training for minority older adults in the SeniorWISE study.

McDougall, G. J., Becker, H., Vaughan, P. W., Acee, T. W., & Delville, C. (2010). The Revised Direct Assessment of Functional Status for Independent Older Adults.

Acee, T. W., & Weinstein, C. E. (2010). Effects of a Value-Reappraisal Intervention on Statistics Students’ Motivation and Performance. The Journal of Experimental Education, 78(4), 487–512. https://doi.org/10.1080/00220970903352753

Acee, T. W., Kim, H., Kim, H. J., Kim, J.-I., Chu, H.-N. R., Kim, M., … Wicker, F. W. (2010). Academic boredom in under- and over-challenging situations. Contemporary Educational Psychology, 35(1), 17–27. https://doi.org/10.1016/j.cedpsych.2009.08.002

Acee, T. W. (2009). Strategic learning and college readiness: An interview with Claire Ellen Weinstein. Journal of Developmental Education, 33, 20–26.

Hendrickson, S., William, J., & Acee. (2008). Immigrant Hispanic mother’s participation in a dual-site safety intervention. Hispanic Health Care International, 6, 71–79. https://doi.org/10.1891/1540–4153.6.2.71

Weinstein, C. E., & Acee, T. W. (2008). Cognitive view of learning. In N. J. Salkind & K. Rasmussen (Eds.), Encyclopedia of educational psychology (Vol. 1, pp. 164–165). Thousand Oaks, CA: Sage Publications.

McDougall, G. J., Becker, H., Vaughan, P. W., Acee, & Delville, C. L. (2007). Alcohol use and older adults: A little goes a long way. International Journal of Disability and Human Development, 6, 431–440.

McDougall, G. J., Vaughan, P. W., Acee, T. W., & Becker, H. (2007). Memory performance and mild cognitive impairment in black and white community elders. Ethnicity & Disease, 17, 381–388.

McDougall, G. J., Becker, H., Vaughan, P. W., Acee, T. W., & Delville, C. (2007). Alcohol use and older adults: A little goes a long way.

McDougall, G. J., Vaughan, P. W., Acee, T. W., & Becker, H. (2007). Memory performance and mild cognitive impairment in black and white community elders.

McDougall, G. J., Vaughan, P. W., Acee, T. W., & Becker, H. (2007). Memory and mild mental loss in black and white community elders.

Hsieh, P., Acee, Chung, W.-H., Hsieh, Y.-P., Kim, H., Thomas, G. D., & Robinson, D. H. (2005). Is Educational Intervention Research on the Decline?: Analysis of the Published Literature. Journal of Educational Psychology, 97, 523–529. https://doi.org/10.1037/0022-0663.97.4.523

Hsieh, P.-H., Acee, T. W., Chung, W.-H., Hsieh, Y.-P., Kim, H., Thomas, G. D., & Robinson, D. H. (2004). An Alternate Look at Educational Psychologist’s Productivity from 1991-2002. Contemporary Educational Psychology, 29, 333–343. https://doi.org/10.1016/j.cedpsych.2004.03.002

Weinstein, C. E., King, C. A., Hsieh, P. H., Acee, T. W., & Palmer, D. R. (2004). What students expect may not be what they get: The PEEK (Perceptions, Expectations, Emotions, and Knowledge about College). In R. L. Swing (Ed.), Tools and techniques for assessing the first college year (the First Year Experience Monograph Series No. 37) (pp. 79–82). University of South Carolina: National Resource Center for the First-year Experience & Students in Transition.